Academic language and learning development practitioners’ access to professional development, recognition and promotion pathways: an international case study

Since 2015, there has been an expansion of professional development, recognition, and internal promotion opportunities open to Academic Language and Learning Development (ALLD) practitioners (Briggs, 2023; Briggs, 2025). However, limited information, beyond informal and often anecdotal community reporting, is available to inform what factors inhibit or facilitate access to such opportunities. This is concerning because it prohibits evidence-based interventions that aim to address inequalities of opportunity. This international study therefore sought to establish personal, institutional, national, and/or international factors associated with ALLD practitioners (n=92) reporting access to professional development, recognition, or internal promotion pathways. Several trends were identified, including country influence on access to professional recognition and contract type influence on access to internal promotion pathways. Implications of findings are considered in terms of how ALLD practitioners might be best supported by corresponding professional associations in terms of their career development and progression.